iSEEK - Education

support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.

33 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33

CCA 4.1 Middle School Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 31 Italics – Supporting Content Standard Roman techniques)

127 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127

situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart attacks, seizures) can help reduce the severity of injuries and save lives. DOK 2

295 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295

with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will apply research to support ideas with facts and opinions. • Students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon) when appropriate. WR-07-1.2.3 In Transactive Writing, • Students will communicate relevant

313 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313

support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313

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technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual’s ideas as voice and image messages on electronic networks such as the Internet). G4.3 Patterns of Human Settlement Describe patterns, processes and functions of human settlement. Human settlements have a powerful influence in shaping the world’s different cultural mosaics and political and economic systems. Patterns of settlement

65 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65

technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual’s ideas as voice and image messages on electronic networks such as the Internet). G4.3 Patterns of Human Settlement Describe patterns, processes and functions of human settlement. Human settlements have a powerful influence in shaping the world’s different cultural mosaics and political and economic systems. Patterns of settlement

www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65

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Microsoft Word - RI_Civics_GSEs_K-12_Final_Version

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illustrations, and records; interpret historical records; and construct historical narratives of their own (source: National Standards for History, National Center for History in the Schools) Human rights – concept of human beings as having universal rights, or status, regardless of legal jurisdiction or other localizing factors, such as ethnicity, nationality, or sex: According to the United Nations Universal Declaration of Human Rights, human rights are conceptualized as based on inherent human dignity

23 0 http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_K-12_Final_Version.pdf#page=23 www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_K-12_Final_Version...

illustrations, and records; interpret historical records; and construct historical narratives of their own (source: National Standards for History, National Center for History in the Schools) Human rights – concept of human beings as having universal rights, or status, regardless of legal jurisdiction or other localizing factors, such as ethnicity, nationality, or sex: According to the United Nations Universal Declaration of Human Rights, human rights are conceptualized as based on inherent human dignity

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History Social Science Content Standards - Content Standards (CA Dept of Education)

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role of the United States in world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and

21 0 http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=21 www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=21

California’s water system into a network of dams, aqueducts, and reservoirs. 8. Describe the history and development of California’s public education system, includ ing universities and community colleges. 9. Analyze the impact of twentieth-century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne). 4.5 Students understand the structures, functions, and

42 0 http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=42 www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=42

involved in building a network of roads, canals, and railroads (e.g., Henry Clay’s American Sys tem). 3. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine). 4. Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities. California Department of Education

56 0 http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56 www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56

role of the United States in world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and

www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56

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STANDARDS.05

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36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards and provide guidelines for nurturing and building in students the rich and varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what

38 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=38 www.eed.state.ak.us/standards/pdf/standards.pdf#page=38

36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards and provide guidelines for nurturing and building in students the rich and varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what

56 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56 www.eed.state.ak.us/standards/pdf/standards.pdf#page=56

54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to

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Microsoft Word - Full_Social Studies.rtf

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Vietnam Teachers’ Network, (2003) Vietnam Veterans’ Memorial Fund Coordinator - Campbell County Veterans’ Memorial Carolyn Westby, 2 nd and 3 rd Grade Teacher and Elementary Principal, Holy Rosary School, Kranzburg, SD Daniel E. Woodle, 4 th Grade Teacher, Br...

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113 0 http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=113 doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=11...

Goods Products that are made. Grid systems Network of imaginary lines on the Earth’s surface formed by the criss-crossing patterns of the lines of latitude and longitude. Hammurabi’s Code The set of laws drawn up by Babylonian king Hammurabi dating to the 18th century B.C., the earliest legal code known in its entirety. Hellenistic Era Period of Greek history and culture from the time of Alexander the Great into the first century B.C. Hogan A one-room Navajo structure traditionally built with the

123 0 http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=123 doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=12...

Vietnam Teachers’ Network, (2003) Vietnam Veterans’ Memorial Fund Coordinator - Campbell County Veterans’ Memorial Carolyn Westby, 2 nd and 3 rd Grade Teacher and Elementary Principal, Holy Rosary School, Kranzburg, SD Daniel E. Woodle, 4 th Grade Teacher, Brandon Valley School District 49-2

doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=12...

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Social Studies Curriculum Framework

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Discuss the involvement of the United States in the Korean War H.6.6.25 Discuss the major causes and effects of the Vietnam War (e.g., spread of communism) H.6.6.26 Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East H.6.6.27 Examine...

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55 0 http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=55 arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=55

Discuss the involvement of the United States in the Korean War H.6.6.25 Discuss the major causes and effects of the Vietnam War (e.g., spread of communism) H.6.6.26 Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East H.6.6.27 Examine acts of modern-day terrorism (e.g., Oklahoma City bombing, World Trade Center attacks)

57 0 http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=57 arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=57

American civilizations on a historical map including, but not limited to: • Aztec • Inca • Maya • North American Indians • Olmec H.6.7.27 Examine the spread of ideas and goods through the network of trade routes (e.g., Indian Ocean, trans-Sahara, Silk Road) H.6.8.34 Illustrate the expansion of communism (e.g., Asia, Cuba, Europe, Latin America) H.6.8.35 Compare and contrast historical and cultural maps of each continent (e.g., political boundaries, migration patterns

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STATE BOARD OF EDUCATION

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verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Clinton. PO 7. Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush. PO 8. Describe current events using information from class discussions an various resources

98 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=98 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics and way of life of the Arab Empire: a. Muslim religion (i.e., Mohammad, Mecca) b. extensive trade and banking network c. interest in science (i.e., medicine, astronomy) d. translation and preservation of Greek and Roman

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verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Clinton. PO 7. Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush. PO 8. Describe current events using information from class discussions an various resources

143 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=143 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

development of empire) b. scientific and cultural advancements (e.g., network of roads, aqueducts, art and architecture, literature and theater, mathematics, and philosophy) Three-Fifths Compromise b. Federalism c. Separation of Powers/Checks and Balances d. Judicial Review e. Amendment Process PO 3. Examine the United States federal system of government: a. powers of the national government b. powers of the state governments c. powers of the people PO

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rainfall theocracy any government in which the leaders of the government are also the leaders of the religion and they rule as representatives of the deity totalitarianism a centralized government that does not tolerate parties of differing opinion and that exercises dictatorial control over many aspects of life trade-off an exchange in which one benefit is given up for another considered more desirable triangular trade a trade network that exchanged imports and exports among three locations (e.g

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K-12 Social Studies

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New Hampshire Curriculum Framework Social Studies PART 2 – Essential Skills for Social Studies The social studies incorporate skills drawn from the vocabulary and structure of its disciplines and foster critical thinking and decision-making. These skills include: • Differentiating past, present and future and change over time • Detecting cause and effect, distinguishing fact from opinion, recognizing biases • Evaluating and critiquing varied sources of information and the use of appropriate

13 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=13 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Social Studies PART 2 – Essential Skills for Social Studies The social studies incorporate skills drawn from the vocabulary and structure of its disciplines and foster critical thinking and decision-making. These skills include: • Differentiating past, present and future and change over time • Detecting cause and effect, distinguishing fact from opinion, recognizing biases • Evaluating and critiquing varied sources of information and the use of appropriate

38 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=38 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

Describe the impact of major national and state events on everyday life, e.g., the American Revolution or the terrorist attacks on 9.11.2001. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) SS:HI:4:5.3: Trace the changes in the roles and lives of women and children and their impact on society, e.g., the family or the workplace. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) SS:HI:4:5.4

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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Microsoft Word - ssstdh.docssstdh.pdf

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communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts of terrorism in the United States and around the world. Identify commonalities and differences in these attacks in terms

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various forms of energy (renewable, non-renewable, and flow resources). (3) See also: CB4I6; EB1I4, EB4I4; USB3I9, USB4I3; WHB4I5 Teacher Notes: Carrying capacity - the maximum number of animals and/or people a given area can support at a given time. Human system - human entities that are interrelated, (a city, an airport, and a transportation network). Hydrologic Cycle - the continuous circulation of water from the oceans, through the air, to the land, and back to the sea; evaporation, condensation, and

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communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts of terrorism in the United States and around the world. Identify commonalities and differences in these attacks in terms

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